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The official Newfoundland and Labrador Mathematics, Grade 6 curriculum
Newfoundland and Labrador defines Mathematics, Grade 6 by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source Newfoundland and Labrador's official curriculumRead it on the government site — gov.nl.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand N | 17 | Number Relationships · Fractions, Percent, and Ratio · Number Theory and Order of Operations · Decimal Operations |
| PAR | 6 | Patterns and Relationships · Equality and Equations |
| SAS | 14 | Measurement · Geometry and Transformations |
| SAP | 5 | Data and Graphs · Probability |
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How MapleMind teaches Mathematics, Grade 6 — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1Number RelationshipsOfficial strand · Strand N
Large and small numbers, the place-value pattern, and integers on a number line.
Large Numbers and Place Value
- Large and small numbers around usN.1.1 — Provide examples of where large and small numbers are used in media, science, medicine, and technology.
- The place-value patternN.2.1 — Explain how the repetition of ones, tens, and hundreds within each period lets us read and write numerals of any size.
Integers
- Integers and the number lineN.1.2 — Extend a number line below zero, explain the pattern on each side of zero, and describe real contexts where integers are used.
- Comparing and ordering integersN.1.4 — Compare two integers using <, >, and =, place integers on a number line, and order integers in ascending or descending order.
The official wording — 4 outcomes in this unit
- N.1.1
Provide examples of where large and small numbers are used
- N.2.1
Explain how the pattern of the place value system
- N.1.2
Extend a given number line by adding numbers less than zero, and explain the pattern on each side of zero
- N.1.4
Compare two integers; represent their relationship using the symbols
Unit 2Fractions, Percent, and RatioOfficial strand · Strand N
Improper fractions and mixed numbers, percent as out of 100, and ratios in many forms.
Improper Fractions and Mixed Numbers
- Improper fractions greater than oneN.3.2 — Model that an improper fraction represents a number greater than one, and translate improper fractions and mixed numbers between concrete, pictorial, and symbolic forms.
- Converting and placing fractionsN.3.6 — Express improper fractions as mixed numbers and mixed numbers as improper fractions, and place a set of fractions on a number line explaining strategies.
Percent
- Percent means out of 100N.3.9 — Explain that percent means out of 100 and is a ratio out of 100, and express a percent as a fraction and a decimal.
- Modelling and recording percentsN.3.11 — Illustrate a percent with concrete or pictorial models, record the percent shown in a representation, and identify percents from real-life contexts.
Ratio
- Writing ratios in many formsN.3.15 — Write a ratio from a concrete or pictorial representation and express a ratio in multiple forms, such as 3:5 or 3 to 5.
- Part-to-part and part-to-whole ratiosN.3.16 — Explain part-to-whole and part-to-part ratios of a set, identify ratios from real-life contexts, and show an understanding of equivalent ratios.
The official wording — 6 outcomes in this unit
- N.3.2
Demonstrate, using models, that a given improper fraction represents a number greater than
- N.3.6
Express improper fractions as mixed numbers
- N.3.9
Explain that percent means out of 100
- N.3.11
Use concrete materials and pictorial representations to illustrate a given percent
- N.3.15
Express a given ratio in multiple forms, such as 3:5, or 3 to 5
- N.3.16
Explain the part/whole and part/part ratios of a set
Unit 3Number Theory and Order of OperationsOfficial strand · Strand N
Prime and composite numbers, factors and multiples, and the order of operations.
Primes, Composites, Factors, and Multiples
- Prime and composite numbersN.5.1 — Give examples of prime and composite numbers with reasons, sort numbers as prime or composite, and explain why 0 and 1 are neither.
- Factors and multiplesN.5.5 — Determine factors of a number using arrays, identify factors and multiples with an explained strategy, and solve problems involving factors or multiples.
Order of Operations
- Order of operationsN.5.9 — Explain why a standardized order of operations is needed and apply it to solve multi-step problems with and without technology.
The official wording — 3 outcomes in this unit
- N.5.1
Provide an example of a prime number, and explain why it is a prime number
- N.5.5
Determine all the whole number factors of a given number, using arrays
- N.5.9
Explain, using examples, why there is a need to have a standardized order of operations
Unit 4Decimal OperationsOfficial strand · Strand N
Multiplying and dividing decimals with estimation, and solving percent and ratio problems.
Multiplying and Dividing Decimals
- Estimating to place the decimal pointN.6.1 — Predict products and quotients of decimals using estimation, place the decimal point using estimation, and correct decimal-point placement errors mentally.
- Multiplying and dividing decimalsN.6.5 — Solve problems involving multiplication and division of decimals using multipliers from 0 to 9 and divisors from 1 to 9.
Percent and Ratio Problems
- Solving percent problemsN.6.11 — Solve problems involving percents, estimate and solve, and identify which operation is needed to solve a problem.
- Solving ratio problemsN.6.12 — Solve problems involving ratio, determine the reasonableness of an answer, and decide whether technology is appropriate.
The official wording — 4 outcomes in this unit
- N.6.1
Predict products and quotients of decimals, using estimation strategies
- N.6.5
Solve a given problem that involves multiplication and division of decimals
- N.6.11
Solve a given problem involving percents
- N.6.12
Solve a given problem involving ratio
Unit 5Patterns and RelationshipsOfficial strand · PAR
Describing relationships in tables and graphs, writing pattern expressions, and using tables to solve problems.
Relationships in Tables
- Describing relationships in a tablePAR.7.1 — Describe the pattern within each column of a table, state the relationship using mathematical language, and formulate a rule relating the two columns.
- Writing a pattern as an expressionPAR.7.5 — Describe the relationship in a table using a mathematical expression and represent a pattern rule with an expression such as 4d or 2n+1.
Graphs, Tables, and Problems
- Reading and building graphs of patternsPAR.7.4 — Describe the relationship shown on a graph, create a table of values from a pattern or graph, and translate a pattern to a table and graph.
- Using tables to predict and solvePAR.7.10 — Identify missing elements and errors in a table, generate values from a rule, and predict an unknown term to solve a problem, then verify.
The official wording — 4 outcomes in this unit
- PAR.7.1
Describe the pattern within each column of a given table of values
- PAR.7.5
Describe the relationship in a given table, using a mathematical expression
- PAR.7.4
Describe, using everyday language, orally or in writing, the relationship shown on a graph
- PAR.7.10
Predict the value of an unknown term, using the relationship in a table of values, and verify the prediction
Unit 6Equality and EquationsOfficial strand · PAR
The commutative property and keeping an equation balanced across the four operations.
Keeping Equations Balanced
- The commutative propertyPAR.8.1 — Develop and justify equations using letter variables that illustrate the commutative property of addition and multiplication.
- Preserving equality across operationsPAR.8.2 — Model the preservation of equality for addition, subtraction, multiplication, and division, and write equivalent forms of an equation by applying it.
The official wording — 2 outcomes in this unit
- PAR.8.1
Develop and justify equations using letter variables that illustrate the commutative property of addition and multiplication
- PAR.8.2
Model the preservation of equality for addition, using concrete materials
Unit 7MeasurementOfficial strand · SAS
Angles, perimeter and area formulas, volume of prisms, and angle sums.
Angles
- Classifying and estimating anglesSAS.9.2 — Find angles in the environment, classify them as acute, right, obtuse, straight, or reflex, and estimate and sketch 45, 90, and 180 degree angles.
- Measuring and drawing anglesSAS.9.13 — Measure given angles in various positions using a protractor and draw and label a specified angle using a protractor.
- Angle sums of triangles and quadrilateralsSAS.9.15 — Explain, using models, that the interior angle sum is the same for all triangles and the same for all quadrilaterals.
Perimeter, Area, and Volume
- Perimeter and area formulasSAS.9.4 — Generalize formulas for the perimeter of polygons and the area of rectangles, and solve problems involving perimeter and area.
- Volume of right rectangular prismsSAS.9.10 — Generalize a formula for the volume of right rectangular prisms and solve problems involving their volume.
The official wording — 5 outcomes in this unit
- SAS.9.2
Classify a given set of angles according to their measure
- SAS.9.13
Measure, using a protractor, given angles in various positions
- SAS.9.15
Explain, using models, that the sum of the interior angles of a triangle is the same for all triangles
- SAS.9.4
Generalize a rule (formula) for determining the perimeter of polygons, including rectangles and squares
- SAS.9.10
Generalize a rule (formula) for determining the volume of right rectangular prisms
Unit 8Geometry and TransformationsOfficial strand · SAS
Sorting triangles and polygons, the first-quadrant Cartesian plane, and transformations.
Triangles and Polygons
- Classifying trianglesSAS.10.1 — Identify characteristics of triangles by their sides and interior angles, and sort a set of triangles with an explained sorting rule.
- Drawing and replicating trianglesSAS.10.16 — Draw a specified triangle, such as a scalene triangle, and replicate a given triangle and show that the two are congruent.
- Regular and irregular polygonsSAS.10.3 — Sort shapes into polygons and non-polygons, sort polygons as regular or irregular with justification, and identify regular and irregular polygons in the environment.
- Congruence in a regular polygonSAS.10.4 — Demonstrate that the sides and angles of a regular polygon are equal, and show congruence of sides and angles by superimposing and by measuring.
The Cartesian Plane
- Plotting points in the first quadrantSAS.10.9 — Label the axes and origin of the first quadrant, match points with ordered pairs, and plot points given ordered pairs.
- Shapes and distances on the planeSAS.10.11 — Identify coordinates of the vertices of a shape, draw shapes from ordered pairs, and determine distances along horizontal and vertical lines.
Transformations
- Describing transformations on the planeSAS.10.12 — Describe the positional change of a shape's vertices after a transformation, describe the transformations that produced an image, and analyze a design.
- Performing transformations and finding the imageSAS.10.22 — Perform a transformation on a shape and identify the image's vertex coordinates, record transformations that produce a given image, and demonstrate that a shape and its image are congruent.
- Combining successive transformationsSAS.10.27 — Model successive translations, rotations, and reflections, model combinations of different transformations, and create and describe a design.
The official wording — 9 outcomes in this unit
- SAS.10.1
Identify the characteristics of a given set of triangles according to their sides
- SAS.10.16
Draw a specified triangle; e.g., scalene
- SAS.10.3
Sort a given set of 2-D shapes into polygons and non-polygons, and explain the sorting rule
- SAS.10.4
Demonstrate that the sides of a given regular polygon are of the same length and that the angles of a regular polygon are of the same measure
- SAS.10.9
Label the axes of the first quadrant of a Cartesian plane, and identify the origin
- SAS.10.11
Identify the coordinates of the vertices of a given 2-D shape
- SAS.10.12
Describe the positional change of the vertices of a given 2-D shape to the corresponding vertices of its image as a result of a transformation
- SAS.10.22
Perform a transformation on a given 2-D shape, and identify the coordinates of the vertices of the image
- SAS.10.27
Model a given set of successive transformations (translations, rotations and/or reflections) of a 2-D shape
Unit 9Data and GraphsOfficial strand · SAP
Collecting data, choosing a graph, and creating and interpreting line graphs.
Collecting Data
- Choosing a data collection methodSAP.11.3 — Explain when a database is an appropriate source, gather data using electronic media, select a collection method with justification, and design a questionnaire.
- Choosing an appropriate graphSAP.11.5 — Determine an appropriate type of graph for a data set with justification, and decide whether data suits a line graph or a series of points.
Line Graphs
- Creating and interpreting line graphsSAP.11.8 — Determine the common attributes of line graphs, create a line graph from data, and interpret a line graph to draw conclusions and solve problems.
The official wording — 3 outcomes in this unit
- SAP.11.3
Select a method for collecting data to answer a given question, and justify the choice
- SAP.11.5
Determine an appropriate type of graph for displaying a set of collected data, and justify the choice of graph
- SAP.11.8
Create a line graph from a given table of values or a given set of data
Unit 10ProbabilityOfficial strand · SAP
Listing outcomes, theoretical and experimental probability, and comparing them.
Theoretical and Experimental Probability
- Listing outcomes and theoretical probabilitySAP.12.2 — List the possible outcomes of an experiment and determine and predict the theoretical probability of an outcome.
- Comparing theoretical and experimental probabilitySAP.12.4 — Distinguish theoretical from experimental probability, explain that more trials bring them closer, and conduct an experiment to compare them.
The official wording — 2 outcomes in this unit
- SAP.12.2
Determine the theoretical probability of an outcome occurring for a given probability experiment
- SAP.12.4
Distinguish between theoretical probability and experimental probability, and explain the differences
Printable workbook · A keepsake of the year
A Mathematics, Grade 6 workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
Instant download · see every page, reviews and the full description · five or more workbooks are $2.99 each
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Is MapleMind aligned to Newfoundland and Labrador's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Newfoundland and Labrador's Grade 6 Mathematics curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
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Where can I see the official Newfoundland and Labrador curriculum for Mathematics, Grade 6?
The official source is linked on this page — Newfoundland and Labrador's official curriculum. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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